CHAPTER L INTRODUCTION

Background
Recognizing individual differences of the learners is a basic conceptwhen
teachers prepare to teach... It is a fiindamental assumption ofstrategic
teaching and learning that what we choose to teach in theclassroom
should be an interaction of what we know about the variables
of instruction, learning, achievement, and contextual factors.
Thisassumption has driven our quest as individuals and groups to develop
aninstructional framework... (Jones, 1987: p. v). Anderson (1994)
concluded that student outcomes may heavily depend on the teacher's
instructional planning, teachingmethod selection, and having a variety of
learning activities. ortant performance of present teachers is the

Statement of the I^oblem

Without good classroom management, motivation and discipline skills,
teacher
annot effectively implement their lesson plans. For teachers to be
effective in today's
ociety, they must know how to apply modem technology to improve
instruction (Hens
988). It is important to note that the literature states that students leam
and achieve w
ompetent teachers use well organized instructional strategies, a variety of
methods an
nd use them effectively. Martin (1995) stated that "Agriculmral Education
is the scie
udy and appropriate application of the principles and methods of teaching
and learnin
hey pertain to the Food, Fiber & Natural Resource system" (p. 2). Kahler
(1995, p. 2)
osited a question which asked if agricultural teachers really teach
students with usefiil
methods, based on their needs and the appropriate content for the future?
Moore (1994
Purpose and Objectives of the Study
The primary pmpose of this study was to identify perceptions of
agriculmral
education teachers in the United States of America regarding selected
principles of teaching
and learning, the current useof selected instructional methods and tools
and their
effectiveness. A secondary purpose was to determine the relationship
between the selected
variables and to develop a model for guiding successful use of selected
teaching-learning
strategies in the secondary agricultural education program. The following
six objectives
were addressed:
1. To identify the selected demographic characteristics of agricultural
teachers in
secondary agriculmral education programs in the United States.
2. To identify agriculture teachers' perceptions regarding the principles of
teaching
and learning in secondary agricultural education programs.
3. To determine the extent of use of selected teaching methods and tools
by teachers of
agriculture in secondary agriculture education programs.
4. To evaluate effectiveness of selected teaching methods and tools by
secondary agriculmral education teachers.
5. To determine the relationship between the selected demographic
characteristics
of teachers and the perceived principles of teaching-learning, their use
and
effectiveness in agricultural education programs.
6. To develop a model to guide selection of appropriate teaching-learning
strategies in
secondary agriculture education programs.
Statement of the I^oblem
Without good classroom management, motivation and discipline skills,
teacher
annot effectively implement their lesson plans. For teachers to be
effective in today's
ociety, they must know how to apply modem technology to improve
instruction (Hens
988). It is important to note that the literature states that students leam
and achieve w
ompetent teachers use well organized instructional strategies, a variety of
methods an
nd use them effectively. Martin (1995) stated that "Agriculmral Education
is the scie
udy and appropriate application of the principles and methods of teaching
and learnin
hey pertain to the Food, Fiber & Natural Resource system" (p. 2). Kahler
(1995, p. 2)
osited a question which asked if agricultural teachers really teach
students with usefiil
methods, based on their needs and the appropriate content for the future?
Moore (1994

The effectiveness of teaching methods and

tools represents an area of importance in secondary agricultural
education.
Furthermore, a model for selecting teaching strategies has not been
developed in secondary
agriculmral education.
Therefore this study was concerned with an examination of teacher
perceptions of
selected teaching-learning principles, teaching methods and tools that are
used and their
effectiveness in order to draw conclusions regarding the teaching-learning
process and
selecting appropriate teaching strategies.
Implications and Educational Significance
The significance of this study is related to the present and future of
agricultural
education and to understanding and improving the use of the principles of
teaching-learning,
methods and tools and their effectiveness. To improve the quality of
teaching and learning
that accommodates the needs and preferences of agricultural learners it is
necessary to study
the educational delivery system (Moore, 1995; Dyeret al., 1995; Kassem,
1992). Some

Operational Definitions
The following terms were defined to help fimie the study.
Teaching strategy - a complex educational behavior of a teacher in using
methods,
techniques, tools, discipline and communications in order to achieve goals
and /or
objectives.
Methods - procedures, styles or ways in which a teacher has selected to
facilitate the
teaching-learning process (Weeks, 1988).
Teaching tools - equipment used in facilitating the teaching-leaming
process (Creswell,
1990).
Technique - a teaching method, skill, style, procedure which a teacher has
selected to
facilitate the teaching/learning process (Ware, 1989).
Perception - a judgment or interpretive ability based on knowledge and
insight gained
through a teacher's senses, an observation or awareness of some
condition,
event or concept.
Effectiveness - producing the desired result of teaching-leaming through
the use of selected
methods, techniques and tools.
Principles of teaching-learning - tenets used by educators to facilitate the
learning process
(Creswell, 1990).
Use - utilizing and/or applying an appropriate process/tool to achieve a
desired result.
Agricultural education teacher - a person who provides planned subject
matter and learning
experiences to develop knowledge and skills necessary for taking care of
plants,
animals, machines, information and domestic and international marketing
of